Private In-Home and Online Essay Editing Tutoring in St. Louis, MO

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Recent Tutoring Session Reviews

★★★★★

"We worked on the student's spelling words as she has a test tomorrow. There were several that were giving her trouble, but she was spelling flawlessly by the end of the session. We also talked through what they are working on in math and did a few problems where she found the area of the shapes. We then went back to review the spelling words. I think she will do very well on her test tomorrow! "

★★★★

"My session today with the student went well. We reviewed how to use a dictionary, and I asked that he use the dictionary to define vocabulary words instead of solely using the Internet, as he has in the past. I've created a packet of work that we'll be working on to go through Holes, and I've introduced the concepts of protagonist, antagonist, and major conflict into our review of the book. I hope we'll be able to get through this text within the next 2-3 weeks, and then the student will complete a book review of the story."

★★★★★

"First, we worked on the student's homework which was to read an article and write an opinion paragraph including topic sentences, supporting details, and a conclusion. Next, we worked on exercises in a reading comprehension workbook that identified the author's purpose (entertain, persuade, or inform). The student scored 100% on these questions. We read stories, answered questions, and he filled out a web to add details. Last, we read one chapter of Charlotte's Web. "

★★★★★

"Today was my first meeting with the student. I met with her the student and mom. We discussed her strengths, the subjects she enjoys, what she enjoys doing outside of school as well as what has worked. We also discussed the strategies mom employs at home to assist in her development. She shared with me the computer programming she uses which helps her learn her subjects. We discussed compare/contrast-a topic she has recently worked on in school. We discussed some of her words and how to use them in sentences. We discussed a book she recently read in school. It was a great introductory meeting. She was on spring break and had no materials, however, topics discussed were derived from what she was recently working on in school."

★★★★

"We started to work on reading a story and writing predictions. We transitioned to a sentence scramble/handwriting activity and spent the last 10 minutes having the student play a math game. He did great!"

★★★★★

"Student R
*Spent the entire session working on counting coins, identifying money values and sorting coins.
-Initially, he had lots of trouble identifying numbers, counting and understanding the relationship between numbers, but by the end all of this had improved. He is consistently improving on counting coins.
Additional practice: practice counting coins daily and adding numbers.
Student J
*Prep for state assessment.
-Practiced homophones--issues spelling they're, write, pear, right, flour; issues with understanding the difference between to and too; overall, understands difference between the listed homophones.
-Civics/Govt. review--created flashcards to help review famous presidents and African Americans and words.
Additional practice: continuous review all of the flashcards and the list of homophones."

★★★★★

"The student has shown vast improvement in determining what is important in a text and chunking wordy information into smaller, easier to understand parts. We worked on positive optimism, note-taking and continued creating flash cards to study with. "

★★★★★

"The student and I started our session reviewing the alphabet for letter sounds. We worked on phonemic awareness and then spent a big chunk of time on the sight words that have been assigned to him by his classroom teacher. We played sight word tic-tac-toe and sight word hopscotch. He is making great progress, and we will do an assessment in the next few weeks to measure his sight word growth! "

★★★★★

"Today the student worked on her schoolwork, along with some materials that I brought in. We're continuing to work on the differences between her reading aloud and her silent reading: when she's very task-focused, silent reading is effective for her. When she's just reading without a specific question/task to work on, she can loose focus a little more easily. We're continuing to work on giving her active reading questions to be asking herself all the time. In addition, moving forward I'd like to see her keep pushing through more challenging material or vocabulary she doesn't know; she's really good at asking for help when she needs it."

★★★★★

"This session was dedicated mostly to reviewing sets 1 and 2 words in a variety of capacities. I first reviewed the letters y, w, and v with her, which she was mixing up last session. She identified them correctly with no trouble. We began with an exercise where I would read a word that rhymed with one of her words, which she was to circle. We had to change course, however, because she confuses rhyming words with words that start with the same sound (e.g., she thought "sit" and "see" rhymed). I had her instead circle the words that I orally said to her. She completed this activity with no problem. Going forward, I will continue to hone in on differentiating between words that rhyme and those that merely begin with the same letter. Next, we completed a game of memory, which she really enjoys. The game requires finding the cards with matching words; when each card is flipped, she must also read each word. During this activity, she kept reading "was" as "you," so I'd stop so we could read the word, spell it, and use it in a sentence. We then played the matching crafts sticks game, which she also really enjoys. She had no problem identifying all of the words. Once we'd matched all of the sticks, I used a flashlight to highlight word that she had to read. When she said the word wrong, she immediately self-corrected. Oddly, she seemed to be struggling recalling the word "it," so we will add it to her list of troublesome words. We then switched, and she highlighted as I read. I would sometimes read the word incorrectly, and most of the time (when she was focused), she'd immediately tell me that I'd read the word wrong and would wait for me to read it correctly. Next, we used flashcards to go through the words again, and I added in "red" and "yellow," which I introduced briefly last session. For every word that she got correct on the first try, she was rewarded with a "brainy bean." She got really into the activity and got all of the words on the first try, but she still had to sound out "it" and was a bit slower reading "was." We then moved on to practicing our new words: red, yellow, and blue. She really enjoyed learning "yellow" since it was a "big word." We began with reading the words several times, then matching objects with the color to the word, and then reading and writing the words. When spelling "yellow," she would still sometimes say v or u instead of w but had no trouble this time identifying the y correctly. At the end of the session, she had no trouble identifying the words on the first try. "

★★★★

"Considering that it was our first session, I mostly wanted to see where the student was by having him read aloud to me. We reviewed how to pronounce a few vowel digraphs (ie, ai, oo) and suffixes such as -ed and -ing. With that said, he did a good job of sounding out each letter in the words he read, and worked hard to try to figure out unknown words. He also seems to know blends such as ch- and sh- quite well. Interest in the text will be crucial to ensure his engagement. He has expressed an interest in animals, so it will likely be a good idea to get him as many animal-related books as possible. One area that I'd like to focus on moving forward is his retention and comprehension of the text. I'd like to get him in the habit of going back to the text to find the answers."